CONTRIBUTOR FACTORS TO PSYCHOLOGICAL WELL-BEING AMONG LECTURERS IN THE ASPECTS OF TEACHING MOTIVATION AND CAREER SATISFACTION
DOI:
https://doi.org/10.46827/ejes.v9i12.4570Nøgleord:
psychological well-being, education, working environment, emotions, teaching motivation, mental healthResumé
Universities and higher education institutions are important organizational units in our country. Higher education is the platform where young adults prepare themselves with knowledge and skills for the work field. A healthy working environment is essential to encourage lecturers to provide a good quality of education for future working adults. Lecturer well-being is a key factor that supports a good education system. Lecturer well-being has been a topic that gain much attention in recent times, especially during the last few years, when the education system has transformed drastically to accommodate the changes that occurred during the Coved-19 pandemic. Psychological well-being is a function of positive and negative emotions (Bradburn and Caplovitz, 1965). Positive emotions have been found to lead to positive thoughts and behaviours. Positive emotions increase cognitive abilities (Fredrickson and Joiner, 2002). This case study is intended to determine the positive and negative contributing factors to lecturers’ psychological well-being, in the context of teaching motivation and mental health in the workplace. The qualitative research study was conducted among three lecturers working in a private university in Malaysia. Research findings suggest that teaching innovations, number of years of teaching experience, facilities and working environment, and relationships with co-workers positively contribute to the well-being of lecturers. Meanwhile, relationship with superior, performance appraisal, and lack of student engagement contributes negatively to the emotional well-being of lecturers in the workplace.
Article visualizations:
Referencer
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4). https://doi.org/10.1037/a0029356
Hascher, T., & Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. In Educational Research Review (Vol. 34). https://doi.org/10.1016/j.edurev.2021.100411
Kamaruzaman, M., & Surat, S. (2021). Teachers’ Psychological Well-Being During Covid-19 Pandemic. International Journal of Academic Research in Business and Social Sciences, 11(7). https://doi.org/10.6007/ijarbss/v11-i7/10523
Katsantonis, I. (2020). Factors Associated with Psychological Well-Being and Stress: A Cross-Cultural Perspective on Psychological Well-Being and Gender Differences in a Population of Teachers. Pedagogical Research, 5(4). https://doi.org/10.29333/pr/8235
Kaur, M., & Singh, B. (2019). Teachers’ well-being: An overlooked aspect of teacher development. Education and Self Development, 14(3). https://doi.org/10.26907/esd14.3.03
Muqodas, I., Kartadinata, S., Nurihsan, J., Dahlan, T., Yusuf, S., & Imaddudin, A. (2020). Psychological Well-being: A Preliminary Study of Guidance and Counseling Services Development of Preservice Teachers in Indonesia. https://doi.org/10.2991/assehr.k.200130.080
Nor Af’Idah Rameli, Azmi Hassan, & Abdul Manan Mohamad (2017). Relationship Between Psychological Well-Being and Quality of Life Among Teachers in Kuala Terengganu. Social Sciences Postgraduate International Seminar.
O’Brien, T., & Guiney, D. (2021). Wellbeing: How we make sense of it and what this means for teachers. Support for Learning, 36(3). https://doi.org/10.1111/1467-9604.12366
Ofsted. (2019). Teacher well-being at work in schools and further education providers. Ofsted, July.
Passey, D. (2021). Digital technologies—and teacher wellbeing? Education Sciences, 11(3). https://doi.org/10.3390/educsci11030117
Sama Afsana A. (2016). A Study of Mental Health and Psychological Well-Being among Teachers and Lecturers. International Journal of Indian Psychology, 3(3). https://doi.org/10.25215/0303.137
Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher Wellbeing: The Importance of Teacher-Student Relationships. In Educational Psychology Review (Vol. 23, Issue 4). https://doi.org/10.1007/s10648-011-9170-y
von der Embse, N., & Mankin, A. (2021). Changes in Teacher Stress and Wellbeing Throughout the Academic Year. Journal of Applied School Psychology, 37(2). https://doi.org/10.1080/15377903.2020.1804031
Zakaria, Z., Don, Y., & Yaakob, M. F. M. (2021). Teachers’ well-being from the social psychological perspective. International Journal of Evaluation and Research in Education, 10(2). https://doi.org/10.11591/ijere.v10i2.21115
Downloads
Publiceret
Nummer
Sektion
Licens
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
